Ineffective learning strategies: a significant barrier to post-secondary perseverance

Sauvé, Louise; Fortin, Anne; Viger, Chantal

doi:10.1080/0309877x.2016.1224329

Cited by 13 publications

(8 citation statements)

References 19 publications

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“…No other variable seems to play a substantial role in student dropout pathways, and moreover these two (academic progress and age) have been linked to the phenomenon not only at university stage, but also in prior academic levels (Brunello and Checci, 2007 ; Lassibille and Navarro, 2009 ; Clotfelter et al, 2012 ; Diaz-Strong and Ybarra, 2016 ). Perhaps the feeling of failure linked to slow academic progress impacts students' self-esteem (Carabante et al, 2013 ; Fang and Galambos, 2015 ) such an extent that it discourages them from studying for a period (Tinto, 2015 ; Sauvé et al, 2016 ). This conclusion highlights the importance of promoting student engagement and self-regulation, as it is a variable in which one faculty can act over (Trevors et al, 2016 ).…”

Section: Discussionmentioning

confidence: 99%

Freshmen Program Withdrawal: Types and Recommendations

et al. 2017

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University program dropout is a problem that has important consequences not only for the student that leaves but also for the institution in which the withdrawal occurs. Therefore, higher education institutions must study the problem in greater depth to establish appropriate prevention measures in the future. However, most research papers currently focus primarily on the characteristics of students who leave university, rather than on those who choose to pursue alternative courses of study and therefore fail to take into account the different kinds of abandonment. The aim of this paper is to identify the different types of dropout to define their characteristics and propose some recommendations. Thus, an ex post facto study was carried out on a sample of 1,311 freshmen from a university in the north of Spain using data gathered using an ad-hoc designed questionnaire, applied by telephone or an online survey, and completed with data available in the university data warehouse. A descriptive analysis was performed to characterize the sample and identify five different groups, including 1. Students persisting in their initiated degree 2. Students who change of program (within the same university) 3. Students transferring to a different university 4. Students enrolling in non-higher-education studies 5. Students that quit studying. Also, data mining techniques (decision trees) were applied to classify the cases and generate predictive models to aid in the design of differentiated intervention strategies for each of the corresponding groups.

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Section: Discussionmentioning

confidence: 99%

Freshmen Program Withdrawal: Types and Recommendations

et al. 2017

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“…Students shift from highly structured and externally-imposed use of time environments (school or work) into a relatively unstructured and internally-regulated environment (university). The development of time management skills is therefore critical in order to successfully negotiate this new stage in their lives (Nonis, Hudson, Logan, & Ford, 1998;Nonis, Philhours, & Hudson, 2006;Sauvé, Fortin, Viger, & Landry, 2016;van der Meer, Jansen, & Torenbeek, 2010).…”

Section: The Importance Of Time Management Skills In the First Yearmentioning

confidence: 99%

Study and Life: How first year university students use their time

Richardson

King

Olds

et al. 2018

SUCCESS

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Starting university changes the way students must structure their day. This study describes the patterns of time use of 444 Australian first year students and explores differences between gender and age groups. Overall, students were studying on average four hours per day (h/day), sleeping eight h/day and meeting Australian physical activity guidelines. A sizable portion of students’ days were spent engaging in ‘non-modifiable’ activities including self-care, chores and travel. Stereotypical gender and age differences were observed, with males accumulating significantly more screen-time (+68 minutes per day [min/d]) and physical activity (+21 min/d), while females did more chores (+18 min/d) and self-care (+26 min/d). Younger students slept more (+42 min/d), and did fewer chores (-43 min/d). Given there are strong associations between how students use their time and health, well-being and academic success, a better understanding of how students allocate their time on a day-to-day basis will enable more effective support for students in making these changes.

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“…Brown et al (2015, 2) draw on Zepke and Leach (2010) to comment upon the extent to which 'soft factors', such as caring responsibilities, particularly impact distance learners. This is further evidenced via studies such as Sauvé et al (2018) and Kember (2009). Stuart (2017) explicitly links these factors in her 'golden triangle' approach, which links student and context, institution and its culture and relationship to place as critical to retention and success.…”

Section: Literature Reviewmentioning

confidence: 99%

Learner interrupted: understanding the stories behind the codes – a qualitative analysis of HE distance-learner withdrawals

Myers

Glover

Stephens

2021

Journal of Further and Higher Education

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Successful retention of students through understanding their motivations and behaviours is a challenge to universities worldwide. Whilst the impact of withdrawals is an issue for all institutions, attrition for distance-learning providers is particularly problematic owing to higher non-completion rates, less physical visibility, and because distance-learners tend to have more complex lives. This paper examines students' personal stories explaining their decisions to withdraw from university study. It considers 641 written discourses initiated by students as part of their requests to withdraw, covering the challenges they face, and the complex combinations of factors that contribute to their decisions to give up. This qualitative approach was adopted as a necessary complement to the quantitative rush of metrics information that universities now provide on withdrawal figures. Three themes selected are: deferral/withdrawal, time available, and preparedness for study. The paper concludes that complementary qualitative insights both add clarity and detail to institutional understanding and reduces oversimplification of complex decision-making from unidimensional quantitative approaches.

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Ineffective learning strategies: a significant barrier to post-secondary perseverance

Cited by 13 publications

References 19 publications

Freshmen Program Withdrawal: Types and Recommendations

Freshmen Program Withdrawal: Types and Recommendations

Study and Life: How first year university students use their time

Learner interrupted: understanding the stories behind the codes – a qualitative analysis of HE distance-learner withdrawals

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